Examining Preservice Teachers’ Perception and Engagement in Classrooms That Integrated Relevance and Self-Regulated Learning Practices

• In Event: AERA Roundtable Session Friday 3:20 pm Four Seasons Ballroom 4
  In Roundtable Session: Contextual Factors in Self-Regulated Learning (Table 1)

Abstract

Research shows how students’ task perception, including its relevance predicts their engagement. Self regulation of learning (SRL) research documents practices that foster student engagement. Less research has considered how SRL-promoting practices (SRLPPs) can support pre-service teachers’ (PSTs) perception and engagement in classrooms. This study examined how PSTs at a university in Canada perceived and engaged in classroom assignments that embedded SRLPPs and relevance. Data collection included: assignment instructions and PSTs submissions, self-report, and a final survey. Results show how the PSTs perceived the assignments as highly relevant, were highly engaged and regulated their learning engagement. There were variations in PSTs’ perceptions and engagement across assignments revealing how motivation and engagement are situated in contexts. Implications of the findings are discussed.

Author

• Aloysius C. Anyichie, Brandon University